Where mathematics comes from : how the embodied mind brings mathematics into being

By George Lakoff, Rafael E. Núñez. 2002

2,302 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a9386eb6808b41238381c708f2642bcb7dc34b29

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Beyond imitation: Zero-shot task transfer on robots by learning concepts as cognitive programs (2018, methodology): “Following the ideas of perceptual symbol systems (6) and image schemas (23), we treat concepts as simulations in a sensorimotor system with imageable spatial information forming its fundamental building block (20).”
The Evolution of Mathematical Reasoning: Everyday versus Idealized Understandings (2002, background): “In recent years this insight has inspired many discussions about the nature of mathematical knowledge, including the process–object tension (Sfard & Linchevsky, 1994) and the metaphorical thinking and body image schemes underlying mathematical concepts (Lakoff & Nuñez, 2000).”
Effects of spatial training on mathematics in first and sixth grade children. (2020, background): “From an embodied cognition perspective (e.g., Barsalou, 2008; Lakoff & Núñez, 2000), this object- and movement-based feedback may have been crucial for fostering the development of strong mental rotation and spatial visualization abilities.”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “Furthermore, it is held that perceptual symbols of very abstract concepts (e.g., truth, love) still rely on complex combinatorics of perceptual states (see also Lakoff and Johnson 1999; Lakoff and Núñez 2000).”
Enaction, imagination, and insight (2007, background): “This instance of high level cognition computes the value of an abstraction, speed, which is a relationship between distance and time that can be sensed, but cannot be measured directly or expressed with precision by the organic human body.”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “The similarity of everyone's basic physical experiences in the world explains the similarity of our cognitive structures (Lakoff and Nunes 2000 ).”
Understanding the structure of the set of rational numbers: a conceptual change approach (2004, background): “The concept of infinity has various aspects, among which actual infinity is the most difficult to grasp (Fischbein, 1987; Lakoff & Nunez, 2000; Tall, 2001; Tirosh, 1991).”
Coordinating visualizations of polysemous action: values added for grounding proportion (2014, methodology): “Building on the embodied/enactive approach to mathematical cognition and instruction (Lakoff and Núñez 2000; Pirie and Kieren 1994), we assume that some mathematical concepts are difficult to learn because everyday experiences do not occasion opportunities to embody and rehearse the body-based dynam”
Metaphor and Gesture (2008, methodology): “Following on the work he produced in collaboration with Lakoff (e.g. Lakoff and Nunez, 2000), he argues that, because of the obvious circularity, it does not make much sense to explain mathematics by reasoning derived from itself.”